2018 CLASSROOM MANAGEMENT PLAN

Jaydian Hobbs

December 5, 2018

EDU 5310-003

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 Preamble

As a teacher my number one goal is to give my student a joy of learning that will

hopefully stick with them through their education careers. Learning new things helps our minds

grow and it’s always good to grow through new knowledge and experiences. It is important for

student to gain a joy of learning at a young age, if they want the knowledge they can work hard

and make it happen.

In order to get my students to a place where they can learn and grow and hopefully find

the joy in learning, I need to create a safe environment for my students. Only through classroom

management can student gain a safe environment. Respect, team building, consistency and

responsibility can help student and teachers create a safe environment for all.

Preventative techniques

- Positive Classroom Environment

Students need to feel safe in their classroom in order to learn, by using positive comments

and body language the teacher can help students know they are in a safe place. Giving positive

reminders, once rules and expectations have been defined, can help build positive, constructive

relationships with students. Instead of getting angary that they didn’t follow the rules cue them to

make good choices like following the rules and doing what is expected of them (Forlini, 2010 p.

71).

I will treat students the way I want to be treated. I will hold myself to the same standards

I hold my students to. Follow all the same rules that they have. This can help build repour with

your students and help them gain respect for you (Brock, 2016 p. 81).

- Rules

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 I will use a respect umbrella (an actual umbrella) to display and remind students of the

rules. The respect umbrella will include respect for safety, respect for others, respect for

materials, and respect for self. On the first day of school I define respect and read “What if

Everyone Did That?” and while reading ask the students if these are respectful things to do?

After they have an understanding of respect let them come up with definitions for each category

(safety, others, materials, and self).

We will have a chant for the students to say each day to help them remember respect is

important each and every day. “Today, I will respect others in the class. I will respect safety. I

will respect materials. And I will respect myself!” Through the first week of school we will

create hand motions for the students to preform while we say our chant. On our respect umbrella

we will have a section for each of the 4 things to respect and a picture of the class acting out the

motion with the class created definition on the back.

-Morning Routines

Each morning as every student enters the classroom I will great them with eye contact,

“good morning (name)!” and the students will have a choice of high five, hand shake or hug. As

they enter, they will get into a circle on the rug. As all the students are getting on the rug students

are welcome to share with each other about what ever they’d like (as long as it is appropriate).

Once everyone is seated, students and teacher, students will say good morning to their peers

sitting next to them. I will have students do a check in to let me know how their day is going,

thumbs up is good, thumbs middle is so-so and thumbs down is bad. This way I will know if

there are any students I might need to talk to throughout the day. Next our weekly leader will

lead us in the Pledge of Allegiance, and our respect chant, then it will be time to get to work.

-Team/Community Building

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 During the first week of school students will play many getting to know you games and

community building activities, in order to get their peers. After the first week I will introduce the

community jar. As a class community, student will earn points to work together towards an

activity they all want to do. Students will come up with rewards for the community jar and vote

as a class what prize they would like. Students can earn community points by showing respect to

teacher, helping others, respecting guests, doing their best work, etc.

Every Monday morning, we will start with a community building activity in order to get

students ready to work with their peers throughout the week. This way we can keep building

community as the year progresses. Students will also participate in cooperative learning

whenever it is an option. They will work with partners and groups often, if they have strong

relationships with each other they should be able to help each other learn.

-Class Jobs

In order to show responsibility for the class and their community students will have jobs.

The jobs will be rotated every week, so each student will get a chance to do each job. Everybody

is responsible for their job and expected to do it without being asked (once they get the routine

down). The jobs will include:

• Announcer: they will lead everyone in the Pledge of Allegiance and respect chant each

morning

• Line Leader: they will lead the line and be the example for the class, walking quietly

through the halls

• The Closer: will be the last student in line making sure the door gets closed and no one

gets left behind

• Teacher Assistant: 2 students will help pass out papers or materials

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 • Techs: 2 students will make sure iPad and computers are ready for the day and charging

at the end of day

• Zoo Keeper: make sure our class pet has fresh water and food in the morning and before

we leave

• Reminder: have a little bell (like a phone alert) and remind everyone of the home they

need to complete that evening

• Sharpener: sharpen pencils at end of day

-Classroom Arrangement

For younger grades it would be ideal to have rug seating in front of the classroom under

the smart board and white board area. Circular tables in the back area of the class for students to

do their seat work at. All seating will be assigned so transitions are smooth without students

trying to find the ‘perfect’ seat. A technology area were iPads/computers can be stored or used

depending the amount in the class. There will be a class library were students can enjoy picture

books and practice reading on level books. An art center is really important to me, students need

an area where they aren’t following a model or trying to re-create an example the teacher has

made. An art center will be an area where there are supplies and canvas’s for students to create

whatever they feel like creating. This will be a free time activity and a center activity. I would

like to use soft lighting, instead of the florescent ceiling lights I will use natural and lamps as

much as possible.

I also think a schedule is very important for the students to know what to expect in the

day. Even if the students don’t really know the time just knowing where they are going can help

them get through the day. Using pictures can help students visually see changes in their schedule.

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If there is an assembly or fire alarm, I will let students know in morning circle and it will reflect

on the schedule.

Supportive Techniques

-Proximity

I have noticed that proximity or moving towards students while the students are sitting on

the rug is kind of awkward. When they are on the floor and your standing you basically just

tower over them and that isn’t creating a safe environment for the students. One the rug

proximity is better used moving the students toward you or away from the person distracting

them. While doing seat work proximity can really help keep students on task and give you a

chance to see how each student is doing on work. Eye contact is also important when using

proximity to help redirect student behavior, they know they aren’t doing what they are suppose

to and a ‘teacher look’ can quickly redirect them without embarrassing them. By circulating

through the room the teacher can reach ever student and help connect with them (Forlini, 2010 p.

106).

-Token Economy

A token economy can help students extrinsically follow directions and rules. This can let

students shine and be the example when they are doing what they are meant to be doing. These

frequent reinforcements also hold students accountable for their actions and give them extra

visual reminders on what is expected of them. The token economy can be very simple just

reusable smiley face stickers and check marks. Students earn individual smileys when they are

being a good example and students earn check marks when they are making poor choices. The

student with the most smileys at the end of the day will get a very small prize (Scott, 2012 p.

224).

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 Intervention Techniques

-Conflict Resolution

Students will be expected to try and work out conflict on their own before coming to the

teacher. Through modeling I will show students that if the accidentally hurt or disrupt someone

they need to say sorry, and the other person needs to forgive for a mistake and that’s then we

need to let it be. If someone purposely hurts or disrupts others this will lead to a one on one

conversation with the teacher.

-One on One Conversations

Using the respect umbrella, I will remind the student that they agreed to be respectful

today in their chant. Using the motions used to describe the pieces of the umbrella I will tell and

show the student how they didn’t show respect to another, materials, safety or themselves. They

will be required to describe how they can show respect for the rest of the day.

-Consequences

Students can get strikes on the token economy which will lose them the prize for the day.

If the problem keeps happening, they will owe a part of recess, not long because students need a

physical outlet (Wilson, 2015 p. 196). An alternative to recess would be put head down on desk

while the rest of the class is working on the rug. If there are still issues, we can have

administration come have a talk with the student. If the issue is still happening even with

warnings parents will get called. This would be absolutely last resort and the goals is to resolve

issue before it gets to this point.

Procedures

-Student Work

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 Students will get worksheets checked off as they do them. If they do their best work, they

can put them in their cubbies and take them home at the end of the day. If they do not do their

best work, they are expected to fix it or try again.

-Transitions

Students will be expected to move throughout the classroom quickly and quietly. If there

are issues they will have teacher count downs to help them hustle. I also want to use something

like: teacher: “macaroni and cheese” students “everybody freeze” and all students put their hands

above their heads. I don’t really have a preference on the saying maybe students can vote in the

beginning of the year, but I really like them putting their hands over their heads.

-End of Day

F the end of day routine I want all students to have their papers and things in their

backpacks before the bell rings, so they don’t have to stress to get out for rides or buses they will

be ready to go. They will also be less likely to forget things and have time to do their jobs.

-Absent/Tardy

If students are tardy, I will expect them still get a high five, handshake or hug from me

when they enter the classroom. Then they need to join the class. If absent they will be expected

to do any work like math or writing from the day before.

-drinks, bathroom, lining up, sharpening pencils

Communication with Parents/Guardians

I will send a note home at the beginning of the year for parents to fill out and let me know

about their students. I will also have a short letter about me, so they can get to know their

student’s teacher. This way both myself and the parent can get contact information and I might

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get to learn a little bit about the student. I will also ask if they would be ok if I visited their house

sometime and I can go to home visits and get a whole new view on my students. I think Class

Dojo is my preferred way to communicate with parents, especially if translations are needed. I

can also share pictures and the great things that their students do throughout the year.

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 References

Brock, Annie, and Heather Hundley. The Growth Mindset Coach: a Teacher's Month-by-Month

Handbook for Empowering Students to Achieve. Ulysses Press, 2016.

Forlini, Gary, et al. Class Acts. Lavender Hill Press, 2010.

Scott, Terrance M., et al. Managing Classroom Behavior Using Positive Behavior Supports.

Pearson, 2012.

Wilson, Margaret Berry. Teasing, Tattling, Defiance and More: Positive Approaches to 10

Common Classroom Behaviors. Center for Responsive Schools, Inc., 2015.

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